St.

Ferdinand College
Cabagan, Isabela

Worktext in The Teacher and the Community, School Culture and Organizational Leadership
Week 1
LC1: Society, Community, and Education
Course Objective: At the end of the course, the students should be able to:
1. Analyse and describe relationships between teachers, the school, and the families and community that support the school.
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in school and in the community.
Learning Outcome:
1. Understand the integrated nature of society, community, and schools
Topic: Introduction to Society, Community, and Education
Discussion:
Community is a part of the society and education is the counterpart of both the above mentioned elements. School is the social
institution where consciously designed learning experiences are provided with the objectives of achieving social aim at large, over a
period of time. School is also defined as a subsystem of the larger system of the society. It has to functionally coordinate with its
immediate environment, the community in which it is situated.

The community is meant to employ a wider grouping of people located within fairly recognizable boundaries, and related to each other
by socio-economic and civic activities which produce oneness among them sufficient to develop a recognizable identity as a group. The
main group and agents involved in the dynamics of the relationship between school and community arc: school administration,
teachers, non-teaching staff, students and parents, governing bodies and school board.

Society may be viewed as a system of interrelated mutually dependent parts which cooperate (more or less) to preserve a recognizable
whole and to satisfy some purpose or goal. Social system refers to the orderly arrangement of parts of society and plurality of
individuals interacting with each other. Social system presupposes a social structure consisting of different parts which are interrelated
in such a way as to perform its functions.

Education is a sub-system of the society. It is related to other sub-systems. Various institutions or sub-systems are a social system
because they are interrelated. Education as a sub-system performs certain functions for the society as whole. There are also functional
relations between education and other sub-systems. For example, Education trains the individuals in skills that are required by
economy. Similarly education is conditioned by the economic institutions.

The effectiveness of organized activities of a society depends on the interaction and inter relationships of these institutions which
constitute the whole. Now we will examine the role of education for the society and the relationship between education and other sub-
system of society in terms of functionalist perspective. The functionalist view of education tends to focus on the positive contributions
made by education to the maintenance of social system.

Emile Durkheim says that the major function of education is the transmission of society’s norms and values. He maintains that, “society
can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this
homogeneity by fixing in the child from the beginning the essential similarities which collective life demands”. Without these essential
similarities, cooperation, social solidarity and therefore social life would be impossible.

The vital task of all society is the creation of solidarity.

This involves a commitment to society, a sense of belonging and feeling that the social unit is more important than the individual.
Durkheim argues that to become attached to society the child must feel in it something that is real, alive and powerful, which dominates
the person and to which he also owes the best part of himself.
Education in particular the teaching of history, provides this link between the individual and society. If the history of his society is
brought alive to the child, he will come to see that he is a part of something larger than himself, he will develop a sense of commitment
to the social group.

The society in which we live determines everything from the food we eat to the choices we make. The word  society comes from the
latin root socius, meaning “companion” or “being with others.” A society consists of people who share a territory, who interact with
each other, and who share a culture. Some societies are, in fact, groups of people united by friendship or common interests. Our
respective societies teach us how to behave, what to believe, and how we’ll be punished if we don’t follow the laws or customs in
place.
Sociologists study the way people learn about their own society’s cultures and how they discover their place within those cultures.
They also examine the ways in which people from differing cultures interact and sometimes clash—and how mutual understanding and
respect might be reached.

Activity 1
Instruction: Write a brief summary about the relationship of society, school, and community. (15pts.)
______________________________________________________________________________________________________
Week 2
LC2: Structures and functions of community and schools
Course Objective: At the end of the course, the students should be able to:
1. Analyse and describe relationships between teachers, the school, and the families and community that support the school.
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in school and in the
community.
Learning Outcome:
 Recognize the contextual role of schools in supporting the development of education nationally and locally.
Discussion:

THE STRUCTURE OF SYSTEM BUILDING

Communities across the country have shown that, to build a system with the characteristics of shared ownership, spread, depth, and
sustainability, school and community leaders must develop collaborative leadership structures with the capacity to carry out key
functions. This finding confirms a fundamental insight of systems thinking: Integrated action across important functional areas
advances and sustains complex organizations.

Most initiatives have developed a collaborative leadership structure that helps them execute and integrate key functions system-wide.
Typically, the structures connect community-wide and site-level leadership, often through an intermediary entity.

 Community-wide leadership (e.g., school districts, government, United Way chapters, businesses, community- and faith-based
organizations) is responsible for overall vision, policy, and resource alignment. It creates the context and capacity for expansion. It
serves as a networking vehicle for policy development and communication in which several leaders of community initiatives
decide why and how to align their resources to build and sustain a system of community schools.

 School-site leadership (e.g., parents, residents, principals, teachers, community partners, and young people) is responsible
for planning, implementation, and continuous improvement. Leaders ensure that implementation satisfies local needs, aligns with
the school’s academic mission, and generates practice knowledge and data to inform improvements in community-wide policy and
site practice.

 An intermediary entity (an organization or a working group composed of key leaders and managers from one or more partner
agencies) provides planning, coordination, and management. Leadership powers the work by ensuring communication between
community-wide and school-site leaders and by facilitating operational functions at all leadership levels and across school sites. It
convenes school and community partners, provides strategic planning, and ensures that what happens at the community leadership
level empowers students, families, and practitioners at school sites.
 
Figure 1. A Collaborative Leadership Structure for Community Schools, depicts how leadership is shared. It shows that, while each
leadership group has its own key roles and responsibilities, they all work to build capacity in each functional area. A continuous flow of
communication and efforts to align the work of both school-site and community-wide leaders is facilitated by intermediary leadership
to keep the initiative on track. 
 HOW TO SCALE UP COMMUNITY SCHOOLS EFFECTIVELY: A 6-STAGE STRATEGY
Drawing on the experience of many community schools initiatives over nearly two decades, Part Three outlines a process to create an
initiative with the wide-ranging capacities needed to create a scaled-up system of community schools. It introduces a 6-stage spiraling
process for moving toward a scaled-up system .

Rather than providing a rigid formula or lockstep set of requirements, the Scale-Up Spiral helps school systems and communities at many
different starting points begin building collaborative leadership and functional capacity—while staying focused on long-term results.

Figure 2. A Process for Building a 6-Stage Scaled-Up System

Note:

Change starts with leadership and vision, not with money. Participants may take turns hosting conversations and providing
facilitators if needed. They have the knowledge and experience to help make their case. While innovators need to be alert to
possible funding streams, they do not need to concern themselves primarily with finances at this stage. The absence of funding
does not provide an excuse to say "we can’t do this."
Functions of a school and community

Week 3
LC3: Understanding social interaction in schools and communities
Course Objective: At the end of the course, the students should be able to:
1. Analyse and describe relationships between teachers, the school, and the families and community that support the school.
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in school and in the community.
Learning Outcome:
 Understand the role of socialization in continuance of culture
 Understand the importance of communication and interaction between and among stakeholders
 Recognize the contextual role of schools in promoting social stability nationally and locally.

Discussion:
Social interaction is the basis of the whole social order. Social group is the product of social interaction. There is interaction among
animals and birds also. It is the real foundation of all social processes, structure, social groups and functions. In sociology interaction is
the gate of its knowledge.

According to Merrill, “Social-interaction is the general process whereby two or more persons are in a meaningful contact, as a result of
which their behavior is modified however slightly.”
According to Corkiness. “Social interaction is such a process which influences the overt behavior or state of mind of the individuals.”

Social interaction is an event which changes the behavior and attitude of the interacting persons. It is a social relationship among at
least two persons. It changes the societal conditions of life of the people. Interaction is the soul of social life and relationship. It
produces group which is the foundation stone of society.

Elements of Social Interaction

The following are the elements of social interaction:
1. Two or more than two persons
2. Reciprocal relationship among them
3. Influence on the event, behavior, brain of the persons.
These three conditions interrelate the people among themselves and convert them into social groups.

Types of Social Interaction

According to Young and Mack there are two types of social interaction between people and societies

Direct or Physical Interaction: it involves physical action among the individuals. Beating, biting, thrashing, pulling, pushing, killing,
scratching, boxing, wrestling, kissing etc. are the examples of direct interaction. Two teams playing match and a war between the
forces of two countries are also examples of this interaction. This Types influences other by physical action in different ways.

Symbolic Interaction: There are different types of relationships between people. It involves the use of language and symbols. It means
communication through a common language is symbolic process. This is the most common method of human societies. Human beings
convey their ideas through language and it is completed by reciprocal response. The methods of communication devised by man are
sharp and effective than these of animals. All cultures develop, expand and change only through language symbolic interaction.
 Without language no culture can live. There is no culture in animals due to the fact that there is no common language among them.
Through language man stores its previous experiences and transmits them to the following generation with a change.

What are the Forms of Social Interaction in a Society?

It is found in various forms among human societies
Between individual and individual: It is the interaction between at least two persons. The doctor and the patient, the mother and the
child, the customer and the shopkeeper are the various examples in this case.
Between individual and group: It operates between one person and more. A teacher teaching his class a speaker addressing the
audience, an Imam leading prayers are its common examples.
Between group and group: This is found between two groups of people like two teams playing match, two forces fighting against
each other, two delegates discussing an issue.
Between individuals and culture: This form is found when the people listen to radio, see television, read newspaper enjoy pictures
and observe exhibitions. Radio, T.V. cinema, newspapers, books, exhibitions, theatre, drama, circus, fairs and other socio-cultural
activities are included in the Culture of a society. People have social interaction and social relationship with these media of mass
communication and get social change in their life. The people change these media as they require on the other hand. In this way
reciprocal process between the people and the culture goes on.

Social contacts
 one on one
 online/virtual
 events


Communication is simply the act of transferring information from one place, person or group to another.
Every communication involves (at least) one sender, a message and a recipient. This may sound simple, but communication is actually a
very complex subject.

The transmission of the message from sender to recipient can be affected by a huge range of things. These include our emotions, the cultural
situation, the medium used to communicate, and even our location. The complexity is why good communication skills are considered so
desirable by employers around the world: accurate, effective and unambiguous communication is actually extremely hard.
Social attitudes and values
Attitudes are usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person,
and situation). It is a personal view of something or an opinion or general feeling about something Attitudes encompass, or are closely
related to, our opinions and beliefs and are based upon our experiences. It is a hypothetical construct that represents an individual’s degree
of like or dislike for an item. Attitudes are generally positive or negative views of a person, place, thing, or event– this is often referred to as
the attitude object.

Different cultures reflect different values. “Over the last three decades, traditional-age college students have shown an increased interest in
personal well-being and a decreased interest in the welfare of others.”
Values seemed to have changed, affecting the beliefs, and attitudes of college students.
Similarity
1. Attitude and Values continue to develop and evolve over a time.
2. Values generally influence attitudes and behavior.
3. Values lay foundation for understanding of the people’s attitudes
Dissimilarity
1. Values make up the paradigm through which we see the world, whereas Attitudes are a way of responding either favorably or
unfavorably to objects, persons, concepts etc. They are evaluative statements. They reflect how one feels about something.
2. Values are relatively stable and enduring. This is because, the way in which they are originally learned. Attitudes are less stable than
values.
3. One is not born with attitudes but acquires them through life experiences, whereas values are inbuilt.
4. Attitudes have three evaluative components: Cognitive component of an attitude is the opinion or belief segment of an attitude.
5. Values are relatively stable and enduring
For example : “my pay is low” Affective component is the emotion or feeling segment of an attitude. For example : “I am angry over how
little I am paid ” Behavioral component is the intention to behave in a certain way towards someone or something. ”I am going to look for
another job that pays better” According to Rokeach Value Survey values can be divided into two broad categoies: Terminal values and
instrumental values. Terminal values relate to ends to be achieved . They reflect what a person is ultimately striving to achieve, and are the
end-state we hope to achieve in life.

Example : comfortable life, family security, self-respect, freedom, Happiness ,inner harmony ,happiness , an exciting life, Self-respect
,Social recognition, True friendship ,Wisdom and sense of accomplishment. Instrumental values relate to means for achieving desired ends,
they reflect how the person get there and are means of achieving these terminal values. For example : ambition, courage, honesty, clean,
capable , cheerful , forgiving , helpful, broad minded , responsible , self controlled , polite and imagination.

Week 4
LC4: Types of social interaction
Course Objective: At the end of the course, the students should be able to:
1. Analyse and describe relationships between teachers, the school, and the families and community that support the school.
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in school and in the community.
Learning Outcome:
 Recognize the contextual role of schools in promoting social stability nationally and locally.
Discussion:
The social interaction is the process by which one acts and reacts to those around him. It includes those acts that people perform toward
each other, and the responses they give in return.
Social interaction is a fundamental feature in life. That is, all individuals, except those who decided to be monks or live truly as hermits,
obligatorily interact with others daily, virtual or physically.

Characteristics of social interactions

When two or more people meet, they can act among themselves in countless ways.
A stranger, for example, may ask where the nearest hotel is, and another person can provide the necessary information. The question in this
case is the stimulus and the information given is the answer.

The response can easily become the journalistic stimulus, and thus lead to new responses and"interestimulations." This is social interaction,
which can involve two or more personalities, groups or social systems that influence each other.
The interaction itself may involve a single person. Such interaction with oneself occurs when someone analyzes a given idea or discusses
with himself the pros and cons of an important issue or decision.

Sociologists often use the concept of"social relationship"as a synonym for social interaction. Symbolic interaction is also used quite
frequently, but this term denotes interaction through human communication.

Social interaction manifests itself in many ways. One end is reflected by a very intense interaction, while the opposite end consists of
the"zero degree of social interaction"or complete isolation.

Types of social interaction

Erving Goffman, the father of microsociology, distinguishes two main types of interaction:
1- Interaction focused
It is the interaction between a group of people who have a common goal. These people may have been familiar with each other in the past,
or may have become familiar in the first moment of their focused interaction.
An example of this is a group of young people studying together for a final exam, a football team or attendees to a concert.
2- Interaction not focused
It does not include any common goal or familiarity, even during the interaction process. In fact, people who interact may not be aware of
their interaction.
An example given by Goffman himself is the interaction between pedestrians, who avoid disastrous collisions following traffic signs and
regulations.
The four categories of social interaction
According to Goffman, social interactions include a large number of behaviors; so many, that in Sociology the interaction is generally
divided into four categories.
These are: exchange, competition, cooperation and conflict. These four types will be examined in more detail below:
1- Exchange
Exchange is the most basic type of social interaction. Whenever people interact, they make an effort to receive a reward or a return for their
actions. This reward reflects that an exchange has occurred.
Exchange is a social process by which social behavior is exchanged for some kind of reward, for an equal or greater value.
The reward can be material (a paycheck on a job) or non-material (a"thank you"from your co-worker). Exchange theorists argue that
rewarded behavior tends to be repeated.
However, when the costs of an interaction outweigh the rewards, it is likely that people will end the relationship.
2- Competition
Competition is a process through which two or more people try to meet a goal that only one can achieve.
Competition is a common feature of Western societies, and the cornerstone of the capitalist economic system and the democratic form of
government.
Most sociologists see competition as positive, as something that can motivate people to achieve goals.
However, competition can also lead to psychological stress, lack of cooperation in social relations, inequality and even conflict.
3- Cooperation
Cooperation is the process in which people work together to achieve shared goals.
Cooperation is a social process that leads to action; no group can complete its tasks or achieve its objectives without the cooperation of its
members.
Cooperation often works together with other forms of interaction, such as competition. In a baseball game, for example, a team will work
together (cooperation) while trying to achieve a victory (a goal that only one team can achieve).
4- Conflict
Conflict is the process by which people face physically or socially.
Probably the most obvious example of conflict is war, but conflict can also be demonstrated in our daily interactions, such as legal disputes
and arguments about religion and politics.
Conflict can have its positive functions, such as strengthening group loyalty by focusing attention on an external threat. It can also lead to
social change, putting problems at the forefront and forcing opposing sides to seek solutions.

ASSIMILATION
Assimilation describes the process of social, cultural, and political integration of a minority into a dominant culture and society.

Group Behavior: Meaning and Reasons

Individuals form groups. They live in groups. They move in groups. They work in groups. Groups are important. They influence work and
work behavior. They cannot be ignored. They exert significant influence on the organization. They are inseparable from organization. They
are useful for the organization. They form foundation of human resources. The study of group behavior is important. Individual and group
behavior differs from each other. Group behavior affects productivity.

The importance of group behavior has been realized from time to time. Elton Mayo and his associates way back in 1920 conducted the
famous Hawthorne experiments and came to know that the group behavior have major impact on productivity.

Human resources comprise individuals and individuals move in groups. Every manager must possess the knowledge of group behavior
along with individual behavior. He must understand group psychology. He should understand individual behavior in the context of group
behavior. Individual behavior is influenced by the group behavior.
An individual’s work, job satisfaction and effective performance is influenced by the group in which he moves. At lower level of the
organization it is the small groups of employees work as a team. They have the responsibility to finish a task assigned to them within a
stipulated period of time.

If they come across a problem they tackle it by themselves. They get guidance from senior fellow workers in solving the problem and
accomplishing it. It is needless to say that groups are important in employee’s life. They spend increasing proportion of time with the group
at workplace.

M.E. Shaw defined a group “as two or more people who interact and influence one another.” Viewers in a theatre, passengers in a train are
not a group unless they interact for long and exert some influence on each other. Such people’s gatherings are referred to as collection.
Reasons for Group:
Man is a social animal and he lives in groups, he moves in groups. So, group is inherent to human beings.

Following are the few reasons why group is essential:

1. Management of modern organizations is making concerted efforts to introduce industrial democracy at workplace. They are using task
force, project teams, work committees where workers get due representation. They participate very often in decision-making. This takes
place in groups.
2. The tasks in modern industries are becoming more complex, tedious and monotonous. To change these conditions and make the
environment at workplace more lively, work committees and work groups and teams are formed to monitor the work and change.
3. To make participative management more effective and relieve executives of petty responsibilities employees are given these
responsibilities to carry on successfully and effectively. Group of employees are also given joint responsibility to carry on the work.
4. Groups of all kinds and types are used by inviting their cooperation in all matters related to production as well as with human relations to
make the organization effective.
5. There are several works which an individual cannot perform. To complete such tasks, group efforts are required for its completion, e.g.
building of a ship, making of a movie, construction of a fly-over, a complex etc.
6. A group can make better judgment as compared to an individual.
7. While accomplishing tasks group can use creative instinct and innovative ideas than a single individual.
8. When group is working, all the benefits of division of labor accrue.
9. Individuals in a group communicate with each other and discuss work performance and suggestions to make it better and excellent.
10. Group efforts substantially affect individual, his attitude and behavior.
11. Group has the ability to satisfy the needs of its members. In a group an individual member feels secured and he can directly get technical
and work related assistance. They also get special support when they are emotionally depressed.

Activity 2
Instruction: Draw on how schools promote social stability nationally and locally. (15pts.)

Week 5
LC5: School Culture
Course Objective: At the end of the course, the students should be able to:
1. Analyse and describe relationships between teachers, the school, and the families and community that support the school.
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in school and in the community.
Learning Outcome:
 Identify social and cultural factors that affect education in schools and their communities
 Recognize how the teacher’s role is influenced by cultural and social factors.
Topic: Main characteristics of culture and Elementary concepts of culture
Discussion:
E. B. Taylor, an English anthropologist was the first to coin the term ‘culture’ in the eighteenth century. The study of society becomes
incomplete without proper understanding of culture of that society because culture and society go together. Culture is a unique possession of
man. Man is born and brought up in a cultural environment. Culture is the unique qualify of man which separates him from the lower
animals. Culture includes all that man acquires in his social life.
Definitions of Culture:
E.B. Taylor defined culture as “that complex whole which includes knowledge, belief, art, morale, laws, custom and any other capabilities
and habits as acquired by man as a member of society.”
B. Malinowski defined it as “the handwork of man and the medium through which he achieves his ends.”
R. Redfield defined culture as “an organised body of conventional understandings manifest in art which persisting through tradition,
characterises a human group.”
V. de Robert viewed: “Culture is the body of thought and knowledge, both theoretical and practical, which only man can possess.”

Characteristics of Culture
(1) Culture is social:
Culture does not exist in isolation. It is a product of society. It develops through social interaction. No man can acquire culture without
association with others. Man becomes a man only among men.
(2) Culture is shared:
Culture is not something that an individual alone can possess. Culture in sociological sense is shared. For example, customs, traditions,
beliefs, ideas, values, morale etc. are all shared by people of a group or society.
(3) Culture is learnt:
Culture is not inborn. It is learnt. Culture is often called “learned ways of behavior”. Unlearned behavior is not culture. But shaking hands,
saying thanks’ or ‘namaskar’, dressing etc. are cultural behavior.
(4) Culture is transmissive:
Culture is transmissive as it is transmitted from one generation to another. Language is the main vehicle of culture. Language in different
form makes it possible for the present generation to understand the achievement of earlier generations. Transmission of culture may take
place by imitation as well as by instruction.
(5) Culture is continuous and cumulative:
Culture exists as a continuous process. In its historical growth it tends to become cumulative. Sociologist Linton called culture ‘the social
heritage’ of man. It becomes difficult for us to imagine what society would be like without culture.

(6) Culture varies from society to society:

Every society has a culture of its own. It differs from society to society. Culture of every society is unique to itself. Cultures are not
uniform. Cultural elements like customs, traditions, morale, values, beliefs are not uniform everywhere. Culture varies from time to time
also.
(7) Culture is dynamic:
No culture ever remains constant or changeless. It is subject to slow but constant change. Culture is responsive to the changing conditions of
the physical world. Hence culture is dynamic.
(8) Culture is gratifying:
Culture provides proper opportunities for the satisfaction of our needs and desires. Our needs both biological and social are fulfilled in the
cultural ways. Culture determines and guides various activities of man. Thus, culture is defined as the process through which human beings
satisfy their wants.
Conclusion:
From the above discussion we are clear that each and every society has a culture of its own. Culture is not only diverse but also unequal, but
is found in societies throughout the world.

Elementary concepts of culture

Activity 3
Instruction: Students will reflect on themselves and their own family's culture while completing this activity based on
the lesson.
They should think about:
 Their family's religion and any religious practices they follow.
 What types of art they have in their house and what language they speak in the home and/or outside of the
home.
 Do they have any special, traditional meals they really enjoy making?
 Is there a special type of music that the family listens to on special occasions like weddings?
Instruct your students to create a collage of their own culture using images they find in the magazines.
Allow students creativity in how they create the collage.
They may want to make the collage in the shape of a person to represent themselves within the cultural images.
They may want to fill a page with collage images. (25pts.)
 What Are Cultural Traits?

Think back to the last time you had a large gathering of people dining together. Perhaps it was to celebrate a wedding, graduation, or
something similarly important. It's probable that someone at the table or dinner ceremony got up, said a few words, and everyone said
''Cheers!'' before they lightly touched their glasses with the others.
That is one example of a cultural trait, a characteristic of human action that is acquired by people socially and transmitted to one another
via various modes of communication. The term 'cultural trait' can also be applied to an object created from human behavior.
Cultural Traits and Tradition

Of course, that's just a simple definition of cultural traits. The concept of cultural traits involves a whole lot more.
Cultural traits are things that allow one part of a culture to be transmitted to another.
For example, the famous football chant of ''Ole, Ole, Ole'' likely arose in Spain but has since become a cultural trait of many soccer fans
around the world. The famous Greek exclamation of ''Opa!'' has since become just as common in Russia as it is in Greece.

Cultural traits also allow people to create traditions. Traditions are long-lasting, identifiable, recurrent ways of doing things. Just think back
to the introductory example of many people saying a toast at a wedding. It's become a tradition in the U.S.

 Religion
 Food
 Language
 Celebrations
 Rules
 Music

Cultural Complexes
A cultural complex is made up of cultural traits, which are the smallest units that create a culture. Cultural traits are described as any
characteristic of human action that is learned through social interaction and relationships. A unique trend of behaviors, concepts, customs,
or rituals corresponding to one core aspect of life in a specific culture.CULTURE COMPLEX: "The culture complex of many areas
dominant religious sects vary widely in comparison to other culture complexes."

LC7: Cultural Pattern

Cultural pattern is the way of behavior of the people. A large number of people following certain behavior make it a custom. This custom
when growing popular among the people becomes a precedent and a rule of social life. This rule of social life is pattern of culture. It is that
ideal which is presented as an example to the people. These people are expected to behave according to cultural patterns. A culture develops
patterns of behavior in all social situations. These patterns are also the normative orders of society. Violation of these patterns is disliked in
society by condemnation.

The Cultural patterns Are a set of norms that govern the behavior of an organized group of people, according to their traditions, customs,
habits, beliefs, geographical location and experiences, to establish models of behavior.
Culture favors the affinity between individuals living in the same society, who feel identified with each other by listening to a song, trying a
food, seeing a dress, dancing, hearing stories, sayings, beliefs, etc., because They are known.

Characteristics of Cultural Patterns

 They present models of behavior.
 They are not strictly set rules.
 People have the freedom to take them or not.
 Societies impose them as rules of conduct.
 They change according to regions, countries, communities and times.
 They facilitate the adaptation of a person to a social group.
 The academic level of people influences the practice of cultural models.

Classification of Cultural Patterns

These norms are constituted according to the customs and habits of a region, city or country and can be classified: by definition, dimension,
evolution, profile, orientation.
Cultural model by definition:
 Theme: Social, religious or commercial entity
 Transcendental: Resolve situations of adaptation to the environment and coexistence.
 Mental: Prohibit pressures, impulses and differentiate people from others.
 Structural: Interrelates ideas and behaviors modeled.
 Symbolic: Common symbols that are shared by several societies.

Cultural model by dimension:

 Global: Covers common behaviors in international societies.
 Total: Integrated by the sum of the aspects that are particular within the same society.
 Specific: It implies the behaviors shared by a group that is united to the general culture and have differences.

Cultural model by evolution

 Primitive: Low level of technical development.
 Civilized: There are factors that drive development to society.
 Illiterate or pre-alphabet: Your type of communication is verbal and spoken because they have not acquired reading or writing.
 Alphabet: For your interaction reading and writing are incorporated into the language.

Cultural model by profile

 Sensitive: It is presented through the senses, using these resources for their interaction.
 Rational: Apply the reason in your patterns and presents obvious products.

Cultural Model by its Orientation

 Posfigurative: It is generational, taken from the ancestors and is given specifically among primitive peoples, is a culture that seeks
in the past its guidelines of behaviors to repeat it in the present.
 Configurative: It is updated, does not look for the past, but highlights the behavior of contemporaries. People imitate patterns of
behavior copying from their current generation.
 Prefigurative: It projects new models to be followed in future situations, innovating with new norms and behaviors and that are
accepted for a new generation, although they do not follow the model of the parents completely, but if they take precedent.

Cultural lag

The term cultural lag refers to the notion that culture takes time to catch up with technological innovations, and the resulting social
problems that are caused by this lag. In other words, cultural lag occurs whenever there is an unequal rate of change between different parts
of culture causing a gap between material and non-material culture. Subsequently, cultural lag does not only apply to this idea only, but also
relates to theory and explanation. It helps by identifying and explaining social problems to predict future problems in society.

Cultural lag creates problems for a society in a multitude of ways. The issue of cultural lag tends to permeate any discussion in which the
implementation of some new technology is a topic. For example, the advent of stem cell research has given rise to many new, potentially
beneficial medical technologies; however these new technologies have also raised serious ethical questions about the use of stem cells in
medicine. In this example, the cultural lag is the fear of people to use new possibly beneficial medical practices because of ethical issues.

This shows that there really is a disconnect between material culture (Stem cell research) and non-material culture (Issues with ethics).
Cultural lag is seen as an issue because failure to develop broad social consensus on appropriate applications of modern technology may
lead to breakdowns in social solidarity and the rise of social conflict.

Another issue that cultural lag causes is the rise of social conflict. Sometimes, people realize that they are disconnected with what is going
on in society and they try to do everything they can to get back into the loop. This may result in a race to eliminate the cultural lag. For
example, in the 1980s the arms race was in full effect. This is partly because one country discovered how to efficiently and safely use the
widely thought unsafe nuclear power/energy. Once the United States was able to successfully harvest nuclear energy into a weapon many
other countries realized that maybe nuclear energy isn't that bad and started to build weapons of mass destruction of their own.

Issues can also arise when an aspect of culture changes so rapidly that society is unable to prepare or adjust to it. This is seen in the example
of cars overtaking other modes of transportation in the past. Since the production and ownership of cars increased so rapidly society was
unable to keep up with it. Broader roads, traffic rules, and separate lanes for horses did not come until sometime after automobiles became a
part of the mainstream culture. This caused dangerous situations for pedestrians and the people driving these new automobiles. Sometimes
society is not ready for the future and this could cause dangerous situations for certain people or groups of people.
 Material and non-material culture
Material and non-material culture both are a big part of the theory of cultural lag. The theory states that material culture evolves and
changes much quicker than non-material culture. Material culture being physical things, such as technology & infrastructure, and non-
material culture being non-physical things, such as religion, ideals, and rules. Non-material culture lags behind material culture because the
pace of human response is much slower than the pace of material change. New inventions and physical things that make people's lives
easier are developed every single day, things such as religions and ideals are not. This is why there is cultural lag, if there is an invention
created that goes against people's ideals it will take some time in order for them to accept the new invention and use it.
Material culture
Material culture is a term used by sociologists that refers to all physical objects that humans create that give meaning or define a culture.
These are physical things that can be touched, feel, taste, or observe with a sense. [6] The term can include things like houses, churches,
machines, furniture, or anything else that a person may have some sentimental for. The term can also include somethings that cannot be
seen but can be used. Things like the internet and television are also covered under the material culture definition. Material culture changes
rapidly and changes depending where in the world somebody is. The environment may present different challenges in different parts of the
world that is why material culture is so different everywhere. For example, houses in the heart of Tokyo are going to be smaller than the
houses in Austin, Texas.
Non-material culture
Non-material culture is a term used by sociologists that refers to non-physical things such as ideas, values, beliefs, and rules that shape a
culture. There are different belief systems everywhere in the world, different religions, myths, and legends that people may believe in.
These non-physical things can be information passed down from past generations or new ideas thought up by somebody in today's world.
Non-Material culture tends to lag behind material culture due to the fact that it is easier to create a physical object that people will use than
it is to create a system of beliefs or ideals that people will use and follow. Non-material culture tends to be very different wherever in the
world someone is. This is because people from different backgrounds and areas in the world were raised on different ideals and beliefs that
help shape society and culture.

Cultural Diversity

The term “culturally diverse” is often used interchangeably with the concept of “multiculturalism.” Multiculturalism is defined as:
“…a system of beliefs and behaviors that recognizes and respects the presence of all diverse groups in an organization or
society, acknowledges and values their socio-cultural differences, and encourages and enables their continued contribution within an
inclusive cultural context which empowers all within the organization or society.

Sociologist Dr. Caleb Rosado, who specializes in diversity and multiculturalism, described seven important actions involved in the
definition of multiculturalism:5
 recognition of the abundant diversity of cultures;
 respect for the differences;
 acknowledging the validity of different cultural expressions and contributions;
 valuing what other cultures offer;
 encouraging the contribution of diverse groups;
 empowering people to strengthen themselves and others to achieve their maximum potential by being critical of their own biases;
and
 celebrating rather than just tolerating the differences in order to bring about unity through diversity.

Why is cultural diversity a “good thing”?

Culture is the lens with which we evaluate everything around us; we evaluate what is proper or improper, normal or abnormal,
through our culture. If we are immersed in a culture that is unlike our own we may experience culture shock and become
disoriented when we come into contact with a fundamentally different culture. People naturally use their own culture as the
standard to judge other cultures; however, passing judgment could reach a level where people begin to discriminate against others
whose “ways of being” are different than their own—essentially, we tend to fear that which we do not understand.
Cultural diversity is important because our country, workplaces, and schools increasingly consist of various cultural, racial, and
ethnic groups. We can learn from one another, but first we must have a level of understanding about each other in order to facilitate
collaboration and cooperation. Learning about other cultures helps us understand different perspectives within the world in which
we live, and helps dispel negative stereotypes and personal biases about different groups.
In addition, cultural diversity helps us recognize and respect “ways of being” that are not necessarily our own, so that as we
interact with others we can build bridges to trust, respect, and understanding across cultures. Furthermore, this diversity makes our
 country a more interesting place to live, as people from diverse cultures contribute language skills, new ways of thinking, new
knowledge, and different experiences.

How can you support cultural diversity?

 Increase your level of understanding about other cultures by interacting with people outside of your own culture—meaningful
relationships may never develop simply due to a lack of understanding.
 Avoid imposing values on others that may conflict or be inconsistent with cultures other than your own.
 When interacting with others who may not be proficient in English, recognize that their limitations in English proficiency in no
way reflects their level of intellectual functioning.
 Recognize and understand that concepts within the helping profession, such as family, gender roles, spirituality, and emotional
well-being, vary significantly among cultures and influence behavior.
 Within the workplace, educational setting, and/or clinical setting, advocate for the use of materials that are representative of the
various cultural groups within the local community and the society in general.
 Intervene in an appropriate manner when you observe others engaging in behaviors that show cultural insensitivity, bias, or
prejudice.
 Be proactive in listening, accepting, and welcoming people and ideas that are different from your own.6
Cultural diversity supports the idea that every person can make a unique and positive contribution to the larger society because of,
rather than in spite of, their differences. Imagine a place where diversity is recognized and respected; various cultural ideas are
acknowledged and valued; contributions from all groups are encouraged; people are empowered to achieve their full potential; and
differences are celebrated.

“Diversity is the one true thing we have in common. 

Celebrate it every day.”
–Anonymous

Week 6
LC8: Culture and cultural elements of communities, Role of education and school in the protection and transmission of culture
Course Objective: At the end of the course, the students should be able to:
1. Analyse and describe relationships between teachers, the school, and the families and community that support the school.
2. Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
3. Recognize and value diverse cultural, traditional, and religious values and their students’ learning needs in school and in the community.
Learning Outcome:
 Identify social and cultural factors that affect education in schools and their communities
 Recognize how the teacher’s role is influenced by cultural and social factors.
Discussion:
Culture and Education

When a child born in society he becomes the part of our society. Culture is the main aspect of any society that teaches to live with a mutual
corporation with each other. Culture is the social behavior of any society which has their own trends and values. Every society has its own
way of living life and lifestyle. Culture focus on the knowledge of ethics, norms, traditions etc. The success of any culture is based on
modern inventions of the society. It plays a very important role in the development of the culture; both inter connected with each other.
Education teaches about the social and cultural values.

Education helps in the establishment of the schools, colleges, and universities. Education prepares the students for deals with cultural ethics
and norms. Various elements of culture help the individual in adopting natural and social environment in a positive way. Each person of the
society has his or her own behavior attitude qualities and mentality to perceive the world around. Education changes the perspective of the
individual toward different modes of community.

There are some basic Cultural Elements given below: 

1. Language
A group of words or ideas having common meaning and is shared to a social situation is called language. Language is the entrance to
a culture. Language is a set of socially sound pattern, words, and sentences having specific meaning and terminology common to the same
culture. You can learn effects of ethnocentrism.
Language is a source of communication and to transmit message from one person to another. It is the method to mold the behavior and
experience of a person. Language differs from culture to culture and is transmitted from one generation to another.
Language is like a vehicle through which we can carry out our complex social activities. Language is the foundation of a culture and ticket
to the entrance of a social life. Animal have not culture because they have no specific language to transmit worlds to others. So, language is
the key to open a social life of an individual with some special characteristics.

2. Symbols
Culture is a system of symbols. Symbols are anything used to represent express and stand for an event situation. Symbols direct to guide our
behavior. It is used to show an event of past, present or future. For example the heap of ash show that the something has been burnt or the
wet street shows that it has rained.
Bowing head, whistling, winkling of eyes situation, all are the symbols, which express a specific object idea about other. BaithUllah is the
symbol of God and we pray to it. American Shake their hand to answer for No. Other examples are flag, anthem, picture, statues are
symbols. Symbols are the short expression for the identification of an object or situation.

3. Norms
Norms as elements of culture are the rules and the guidelines which specify the behavior of an individual. Norms keep a person within the
boundary of society and its culture. It gives us restriction about something which to do and which not to do. It molds our behavior and gives
as knowledge about wrong and right. Norms can be divided into:

a.   Folkways. Folkways are the simple customary ways of the people. It is the normal and habitual action of people within a culture.
Folkways are the recognized or accepted ways of behavior. These are the behavior pattern which a person uses generally in his daily life.
b.   Mores. Mores is a Latin word and the plural of mos which means customs or beliefs accordance with a group customary expectation. It
is the “must” behavior of a person. Mores refers to “what ought to be and what ought not to be.”   Mores are serious norms but are informed
like folkways. They have a serious binding on a group the violation of mores threats to social order. Punishment may be both formal and
informal for the violation of mores.

4. Values
Anything getting importance in our daily life becomes our values. The origin of values is not biological but it is social production while
living in society the values develop. Values depend upon the culture. Culture varies from society to society and thus values are different in
every social situation. Values are what we like and what we say will in our society values are the good idea and thinking of a person.
Some values are hereditary which we gain from our elders, books and parents. The culture is full of values and can transmit from one
generation to another. When a natural object get a meaning it becomes a value.
5. Beliefs
Every sect within a culture having some beliefs for cultural refuge. These beliefs are responsible for the spiritual fulfillment of needs and
wants.  Muslims believe in God, Holly Prophet, The Day of Judgment, recitation of Holly Quran, Hajj etc.
Sikh wear bangle in one hand, bear a long beard, keeping a dagger.  Cross for Christians and a necklace or a cotton thread around nick, the
water of Ganga and are sacred for Hindus.

6. Cognitive Elements
Cognitive elements of culture are those though which an individual know how to cope with an existing social situation. How to survive,
how make shelter from storms and other natural calamities, how to travel and transport etc. are the practical knowledge which make a
culture. Such knowledge is carefully thought to every generation.

Education is necessary to make a society civilized.

It does the overall development of a human being.
In long term education has the power and potential to change the mindset of the society across the globe.
Education makes us aware about our culture and heritages.
Thus education has an important impact on the preservation and transmission of our culture.